【作 者】：
柴阳丽， 陈向东
【关 键 词 】：
具身认知； 具身学习环境； 身体参与； 多通道感知； 相称手势
【栏 目】：
学习环境与资源
【中文摘要】：
随着认知科学的具身转向和具身技术的迅猛发展，具身学习环境及构建越来越凸显其意义和价值。本文首先梳理近期应用手势界面、触觉反馈、身体参与表演等技术于学习环境的研究；接下来界定具身学习环境概念，分析构建原因和作用，并根据感知—运动的参与量、姿态动作一致性程度、沉浸感划分学习环境的具身层级；在此基础上依据国外已有研究，把具身学习环境分为感觉增强、相称姿态动作、身体参与运动三类，同时详细介绍每个类别的典型案例；最后提出具身学习环境设计应遵循涵盖多通道感知、支持相应手势和动作开展、自然融入技术、提供多种感知学习资源、灵活设计学习空间、重视学习动机和愉悦性情感激发等原则，并指出当前实际应用的方法和未来发展方向。
【英文摘要】：
With the embodied turn in cognitive science and rapid development of embodied technology, exploring the learning environment and its construction is becoming more and more prominent. This paper firstly reviews the recent research on the application of gesture interface, tactile feedback and physical participation in learning environment, defines the concept of embodied learning environment, and analyzes causes and functions of its construction. Then, the embodied learning environment is classified into different levels according to the participation of perception-movement, consistency of actions and immersion. After that, the embodied learning environment is divided into three categories according to overseas researches, namely sensory enhancement, commensurate gesture and physical participation. Meanwhile, the typical case of each category is elaborated. Finally this paper proposes that some principles shouldbe followed during the design of the embodied learning environment: covering multichannel perception, supporting the corresponding gestures and movements, integrating technology naturally, providing a variety of learning resources, designing learning space flexibly, paying attention to learning motivation and stimulating pleasant emotions. The method of practical application and future development orientation are also suggested in this paper.